الگوی توسعه حرفه‌ای اعضای هیات علمی آموزش الکترونیکی کشور: پژوهشی کیفی
محورهای موضوعی : شایستگی های مورد نیاز رهبران منابع انسانیجواد پورکریمی 1 , انسیه رمضان پور 2
1 - دانشگاه تهران
2 - دانشگاه تهران
کلید واژه: توسعه حرفه¬, ایمدرسانآموزش الکترونیک,
چکیده مقاله :
توسعه حرفه ای اعضای هیات علمی به عنوان یک مؤلفه کلیدی و مهم در کیفیت آموزش و بهبود فرایند یاددهی-یادگیری تلقّی می شود. با توجه به خلاء موجود در زمینه الگوی مناسب توسعه حرفه ای اعضای هیات علمی آموزش الکترونیکی در داخل کشور، پژوهش حاضر با هدف طراحی الگوی توسعه حرفه ای اعضای هیات علمی آموزش الکترونیکی انجام شده است. روش پژوهش به جهت هدف، کاربردی و از نظر نحوه گردآوری داده ها، از نوع کیفی بوده که با استفاده از روش داده بنیاد با رویکرد نوخاسته (رویکرد گلیزری) انجام شد. ابزار مورد استفاده مصاحبه نیمه ساختاریافته بود و جامعه آماری اعضای هیات علمی مجرب در زمینه آموزش الکترونیک بود که با شیوه نمونه گیری هدفمند تعداد 22 نفر از آ ن ها به عنوان نمونه مورد مطالعه قرار گرفت و داده ها با این تعداد مصاحبه به اشباع رسید. تجزیه و تحلیل داده ها از طریق تحلیل مضمون (تم) صورت گرفت. یافته ها پژوهش در نهایت، 659 کد باز، 57 مقوله اولیه و 15 مقوله ثانویه را تشکیل داد. نتایج نشان داد برای توسعه اعضای هیات علمی آموزش الکترونیک باید به 5 بعد اصلی: بعد توسعه دانش (با 4 بعد)، توسعه مهارت (با 3 بعد)، توسعه توانایی (با 2 بعد)، توسعه نگرش (با 3 بعد) و توسعه ویژگی ها (با 3 بعد) توجه نمود.
Professional development of faculty members is considered as a key component of the quality of teaching and learning process improvement. The present study was aimed at designing a model for professional development of e-learning instructors. The methodology of the research was applied to the purpose and the method of data collection was of a qualitative type which was performed using the data approach of the foundation with a Emergence approach (Glaser approach). The tool used was semi-structured interview and the statistical population of the faculty members was in the field of e-learning. Using a targeted sampling method, 22 of them were sampled and the data were saturated. Findings The study eventually comprised 659 open codes, 57 primary and 15 secondary categories. The results showed that for the development of faculty members, e-learning should focus on five main dimensions: the dimension of knowledge development (with 4 dimensions), skill development (with 3 dimensions), ability development (with 2 dimensions), development of attitude (with 3 dimensions) and development Features (with 3 dimensions).
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